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1- Social Determinants of Health Research Center, Alborz University of Medical Sciences, Karaj, Iran , aghabararym@gmail.com
2- Social Determinants of Health Research Center, Alborz University of Medical Sciences, Karaj, Iran
3- School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
4- Nursing School of the University of Coimbra, Health Sciences Research Unit: Nursing, University of Coimbra, Coimbra, Portugal
2- Social Determinants of Health Research Center, Alborz University of Medical Sciences, Karaj, Iran
3- School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
4- Nursing School of the University of Coimbra, Health Sciences Research Unit: Nursing, University of Coimbra, Coimbra, Portugal
Abstract: (1 Views)
Background & Objective: The Objective Structured Clinical Examination (OSCE) is a multidimensional and valid method for assessing the clinical competence of health sciences students, including nursing students. Given the need for a valid, reliable, and trustworthy instrument to evaluate nursing students’ perceptions and experiences of the OSCE, this study was conducted to develop and psychometrically evaluate the OSCE Perception Questionnaire (OSCEPQ).
Materials & Methods: A cross-sectional methodological study was conducted among eighth-semester nursing students from the School of Nursing at Alborz University of Medical Sciences, Iran. All eligible eighth-semester nursing students (n = 220) who undertook the OSCE during six consecutive academic semesters (July 2022–January 2025) were included in the study. Data were collected using the researcher-developed OSCEPQ and a demographic questionnaire. The sample was randomly split into two independent subsamples for Exploratory Factor Analysis (EFA; n = 120) and Confirmatory Factor Analysis (CFA; n = 100). Internal consistency was evaluated using Cronbach’s alpha and McDonald’s omega, and construct validity, including convergent and discriminant validity, was assessed.
Results: EFA extracted two factors comprising 19 items, accounting for 60.4% of the total variance. CFA showed an acceptable model fit (CFI = 0.99, RMSEA = 0.08). The scale showed strong internal consistency (> 0.90). Evidence also supported its convergent and discriminant validity.
Conclusion: The OSCEPQ showed satisfactory psychometric properties, including construct validity and reliability. It can be considered a valid and reliable instrument for assessing nursing students’ perceptions of the OSCE. Its application may support improvements in nursing education and evaluation practices.
Materials & Methods: A cross-sectional methodological study was conducted among eighth-semester nursing students from the School of Nursing at Alborz University of Medical Sciences, Iran. All eligible eighth-semester nursing students (n = 220) who undertook the OSCE during six consecutive academic semesters (July 2022–January 2025) were included in the study. Data were collected using the researcher-developed OSCEPQ and a demographic questionnaire. The sample was randomly split into two independent subsamples for Exploratory Factor Analysis (EFA; n = 120) and Confirmatory Factor Analysis (CFA; n = 100). Internal consistency was evaluated using Cronbach’s alpha and McDonald’s omega, and construct validity, including convergent and discriminant validity, was assessed.
Results: EFA extracted two factors comprising 19 items, accounting for 60.4% of the total variance. CFA showed an acceptable model fit (CFI = 0.99, RMSEA = 0.08). The scale showed strong internal consistency (> 0.90). Evidence also supported its convergent and discriminant validity.
Conclusion: The OSCEPQ showed satisfactory psychometric properties, including construct validity and reliability. It can be considered a valid and reliable instrument for assessing nursing students’ perceptions of the OSCE. Its application may support improvements in nursing education and evaluation practices.
Keywords: students, nursing, psychometrics, reproducibility of results, educational measurement, health knowledge, attitudes, practice, clinical competence
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